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Georgia 




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cJjool Architecture 



Plans and suggestions for building 
one, two, three, and four- 
room schoolhouses 



Department of Education 
State of Georgia 



M. L. Brittain, State School Superintendent 
Atlanta, Ga. 



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TT is almost as cKeap to build an 
attractive schoolhouse as an ugly 
one. ^ Georgia^ like old Greece^ 
is a beautiful land. ^ Mountain and 
sea^ forest and river^ tree and flower 
unite to make it as fair as the poet s 
loved Italia. '^ This beauty is a 
practical asset and should not be 
marred by dreary^ stableJike school 
houses and unkempt grounds. «^ 
Our boys and girls should not be 
trained in the midst of slattern and 
shiftless surroundings. 



Pref 



rerace 

FJtEQUE!XTJ^Y requests are received at the State De- 
partment of Education for plans and suggestions for 
school houses. It is a well-known fact that properly 
constrncted hnildings can he erected in many cases at 
a cost very little more than for poor houses. To aid l)v furnish- 
ing suggestive material and with the further idea of creating 
more interest in the matter of tasteful and appro]iriate school 
architecture, the services of Mr. Hal Hentz, of the firm of Hentz 
& Reed, architects, were secured in the preparation of the fol- 
lowing plans. 

They have been arranged in accordance with the modern 
])rinciples of ventilation and light. As will be seen by the 
pages that follow, the instructions given the architect were to 
prepare three different styles each for the one, two, three, and 
four-room school house plans. The three designs are colonial,, 
mission or lumgalow, and a third as simple and economical as 
possible. 

Besides these twelve plans, I am under obligations to ]\Ir. 
L. A. Ivolbach, of the United States Department of Education,, 
for aid in securing several excellent designs which have at- 
tracted attention in other parts of tlie country. 

In addition, pictures and plans of other and sometiuies more 
elaborate buildings will be found in the pamphlet, though these 
last are intended to be merely suggestive. If a community de- 
sires a house larger than a three or four-room building, it would 
be economy in the end to secure the services of an architect. 
The purpose of this ])amphlet, mainly, is to furnish practical 
aid to those counnunities unable to secure the services of a 
trained expert, and who are compelled by circumstances to rely 
chiefly upon their (jwn efforts iu building. 

Six 



Wt'll-iU'siii'iied, \voll-l)\iilt schools, with sonicrhiiiii of ai-ristic 
grace aiul beauty manifest in structure and grounds, \vill have 
an influence for good, not only upon pupils, but upon the entire 
community. Preventable ugliness is a sin, especially when it 
is forced upon children in the formative years of their lives, 
and the pity of it is that the barn-like houses in which so many 
of our children are taught would cost little if any more if sonie- 
thing of taste and beauty were evident in the houses and 
grounds. Let us make the school what it should be — the most 
attractive place in the conununity. 

Sincerely, 

M. L. Beittaix. 

State School Superintendent. 











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SKETCHES SUGGESTING PLANS AND ELEVATIONS 

FOR ONE, TWO, THREE, AND FOUR-ROOM 

SCHOOLHOUSES 

THE accoiiipanying sketches of one, two, three, aud 
lour-room schools are suggestions for the rural school 
house, and are an elfort to combine good taste and 
economy of construction with logical planning. 

Special attention is called to light, ventilation, and sanitation. 
Simplicity of construction and of the structure does not neces- 
sitate ugliness. Good proportions and pleasing compositions 
can always be had. 

Inexpensive features can be incorporated in the planning of 
the simple school house that will not only add to its beauty, 
but also will serve as a practical means in arousing the interest 
of the pupil. Experience has taught that one of the strongest 
appeals to the pupils is to interest them in beautifying the school. 
Therefore simple and inexpensive means of doing this are pro- 
vided. The use of the trellis or lattice work and flower boxes 
under the windows is suggested. Lattice work made by simple 
I/O X 1 inch material tacked together into simple, pleasing pat- 
terns, and l)locked to walls, leaving a two-inch space between 
same and walls, not only affords a sparkle of light and shadow 
that gives to the wall a finished effect, but affords a stand for 
vines to grow. Flower l)oxes under the windows likewise are a 
part of the house, and have practical value as a place for 
flowers that are under the care of, the ])U])il together with the 
teacher. 

The importance <»f locating the school house on a high eleva- 
tion with an abundance of shade trees can not be too strongly 
emphasized. The sketches are along practical lines, with sug- 
gestions that not only may add charm and quaintness to the 
effect, l)nt sliould arouse the interest of the pupil. 

The following outline briefly descrilies the sketches, and 
iip[)i"oxi mates the cost. 




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Oiie-roiuiL sfliodl "A" is nmsi ('(UiiiJiicI and ccoiKtiii ical. pro- 
viding tor small ciilraiicc porcli, coal closet, and laruc class 
room. Tlic light is all tVoni one side, ponring n\rv ilie lei't 
slionlder <>f the pupil. If further light or vent ilal ion is needed 
it should he on the ojipc^site side, hut never in the face of the 
pupil or the teacher. It should be built with weatherboard or 
shingle sidiug, with a shingle roof. It can be erected from 
$275.00 to $400.00. "B,"" essentially the same scheme, pr..- 
vides for a larger entrance porch, and is not quite as simple or 
economical in construction as "A.'' It should be built of 
weather] )oards for exterior. Its cost is estimated at from 
$300.00 to $425.00. "'C" is rather more elaborate in plan, 
providing separate cloak rooms for girls and boys. Its exterior 
is classic in treatment, and suggests more the public building 
than either "A'' or "B." It should he built of brick, but can 
be made of wood frame with, weatherboards for exterior. Its 
cost is estimated at from $700.00 to $900.00 ; in brick at f i-oni 
$1,000.00 to $1,200.00. 

Two-room schools. "A" or "B'' is an economical })lan and 
provides separate class rooms for boys and girls, and a connnon 
stack for the heater flues. The exterior of "A" and ^'B" are 
similarly treated along the bungalow style. "A" is less ex- 
pensive and simpler in treatment than "B." A lattice border 
around the windows of the cloak room is suggested. Each 
shotdd be built of shingles or weatherboarding on the exterior, 
and should cost from $000.00 to $1,200.00. "C" is classical 
in treatment. Its ]dan elongated affords an o])i)ortnnity for 
cutting windows in rear and ])roviding cross \-entilatiou and 
light without blinding either ])u])ils or teacher. 'The use of 
columns give it the dignity of a ])ublic building. The hell 
tower suggests the school and adds to the efi'ect, though it can 
be oinitte(l without harm to the building. This can be built in 
weatherboard or brick, if in wood its cost is estimated at from 
$1,100.00 to $1. :;<)(». (Ml; if brick from $1,500. 00 to $1,S()0.00. 

Three-room schools. "A.'' of the bungalow type, can be 
uuide ipiite charming w\\\\ its se])arate entrances tlanking the 
middle (dass room. Again the use of lattice work is suggested. 
In the gables ])laster between the o]ien tindier affords a uni<pie 
treatment. 

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''B/' Avirli tlic same plan as "A," is treated in the Mission 
or Spanish style. It can he bnilt of either rough brick stnccoed 
over, or if frame, with metal lath nailed to a storm sheathing, 
and on this the stucco ap])lied. If the tile roof is too great an 
expense, shingles stained red will give a similar effect. 

^'C" is again the classic treatment, presenting the same ex- 
terior treatment as the classic two-room school previously men- 
tioned, and like that can be built of either brick or wood ; if in 
wood the cost is estimated at from $1,600.00 to $1,900.00 ; if in 
brick from $2,000.00 to $2,500.00. 

Four-room schools. ''A," ''B," and ''C" of the four-room 
schools have similar plans, providing two class rooms and two 
coat rooms on the first iloor and two class rooms on the second 
floor, with small library on one side and teachers' room on the 
other, corresponding to two coat rooms of the first floor, each to 
be entered from stair hall. Double stairs are shown, providing 
ample facilities for exit in case of fire. 

"A" is quite simple and economical in treatment, and does 
not suggest the school idea. It can 1)6 built for from $1,800.00 
to $2,000.00. 

'"B" is brick up to the window sill of the second floor, and 
above this plaster with open timber, the plaster applied to metal 
lath nailed to sheathing. Its cost is estimated at from 
$2,500.00 to $3,000.00. 

"C" is classic in style, and preferably should be built of brick. 
Its cost is estimated at from $3,000.00 to $3,500.00. 

The estimated costs referred to are based on the simplest and 
most economical treatinent, and will vary according to the lo- 
cality, its accessibility to a depot for nniterials, etc., and the 
local cost of labor. 



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THE SCHOOL GROUNDS AND SCHOOL ARCHI- 
TECTURE 

The School Site 

THE school should lie located as near as ])()ssil)](' to the 
contt'i" of the district. It shonhl be accessibk' to the 
]n-iiicipal ]mblie hiiiliwav, Init far enough removed 
from it to be free from dust and distractions. Where 
a consolidated district provides transportation for its more dis- 
tant pu})ils, it is sometimes best to place the building nearer to 
one end of the district, so that the pupils from that section may 
walk to school, leaving only the distant pupils from the other 
section to be transported. 

A school lot should not be less than one acre, and the wise 
school board will secure school grounds containing three or four 
acres. With a four-acre tract it is possible to have a play 
ground and space for a school garden. 

The best shape for a one-acre lot is 10 rods front by 16 rods 
deep; for a two-acre tract 16 rods front by 20 rods deep; and 
for a four-acre tract 20 rods front by 32 rods deep. 

The lot seelcted for a school house should be well drained, 
but not so rolling as to cause troublesome washing. Parts of 
it should be level enough to furnish satisfactory play grounds 
and athletic held. 

In some sections it has been the ciistom to place the school 
honse on the most barren spot in the district. With the advent 
of the school garden it is desirable that a more fertile soil should 
be selected. 

Location of Buildings on the Lot 

If the lot selected has the sha])e al)ove indicated, it is best 
to place the building so that the school yard left back of it is a 
S(|uare. This gives a large back yard for play grounds, and 
front and side yards large enough for flowers, scrubbei-v, and a 
school garden. The school garden shmdd nexcr be allowed to 
trespass upon the play ground space. 

Tf the school yard is small, the cbisets for boys and gii'ls 
sli<iuld be ])lae(Ml at the exil'eiiie back col'Uers. aud sboilld have 

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st'i-eeiis, which shoiihl Itc covered with vines. If the javd is 
large the closets should he placed (ju the sides of the lot at a 
convenient distance from the school honse, and the rear may 
then be reserved for a hall gronnd or athletic field. 

It is freciueiiily desirable to provide stalls for horses at the 
school bnilding. The se, too, shonld be ])laced on the rear of the 
lot, and a screen of vines shonld cover the walls. 

Trees should l)e planted aronnd the entire school lot, and it 
shonld also be enclosed bv a good fence. 

The School Building 

The adaption of the school room to its pnrposes, and not the 
external appearance, shonld determine the architecture. The 
school room is the unit in all school house construction. The 
room shonld embody certain essential principles, and shonld 
not vary widely from the standard described beloAv. 

The number of these standard school rooms in a building will 
be determined by the size of the school to be accommodated, and 
the finish and architectural adornment will depend on the taste 
of the community and the money at the disposal of the trustees. 
It is possible to embody the essential principles of good school 
construction in a very inexpensive building, or In a very 
elaborate one. 

The Standard Class Room 

The class room for the average class shonld be 24: by 32 feet 
and 12 or 13 feet high. 

Whenever possible, the building should be placed so that the 
principal light will come from the east or north. This avoids 
the direct glare from the sun. 

The windows should be placed on the long side of the room, 
and on the left side of the pupils. They should be close to- 
getlier, so as to avoid cross lights and shadows. The front win- 
dow^ on tlie side should not be placed beyond ibe front row of 
desks, and the reni* window should lie ueaj- the rear wall. Xo 
class room should have wiiid(»ws ou opposile sides, it is better 
to have the light come fr(tin the left side of ilie pupils only. 
There should lie no windows to ihe fi'oni oi' on ihe right of the 
pn])ils. Windows placed in the rear shonld either be transom 




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windows above Hie Mackhoard, oi- should he jirovided with 
shades to protect the eyesii>ht of the teacher. Since the best 
lig'ht comes from above the lieads of the pnpils, the tops of 
tlie windows shoidd be within six inches of the ceiling. The 
area <^f the i^lass in the class room shonld he one-fifth to one- 
fourth the tioor space. The room 24 by 32 feet shonld have at 
least 150 sqnare feet of window space. This wonld mean five 
windows eight feet high and three feet wide lianked on the left 
side, and two snch windows in the rear. .Vll window sash 
should be hung on pulleys. 

In the construction of the school house, we must consider 
the use of the room inside, and not our conceptions of exterior 
symmetry. The plans which follow this pamphlet will show 
how this standard school room can be worked into a building 
which is also presentable on the outside. 

Window Shades 

The best shade for a school room is one which rolls from the 
bottom on a spring roller with handle attached and which is 
hung on a cord running through a stop pulley at the top of the 
window. Such a shade may be placed in any position on the 
window. 

Blackboards 

blackboards 36 to -tS inches wide should be placed on all 
walls where there are no windows. They should be placed 28 
inches from the floor in rural schools. All boards should be 
l^rovided with ample chalk rails for holding crayon and erasers. 

The most economical material for blackboards in the ordinary 
school is the woodpulj) composition board, now manufactured 
under various names. This may be had in convenient lengths, 
and is dural)le and easy to put in place. The dark green board 
is very agreeable to the eyes. The writing surface of this hoard 
may be renewed by an application of ]i([uid slating. 

In the front of each class room should be a movable platform 
five by six feet and six inches high for the teacher's desk and 
chair. This platform gives the teacher a better command of 
the class during general exercises and study periods. 

Nineteen 



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Library Cases 

Near tlio teacher's ]ilatform, or in some other convenient 
place in the class room, a hook case -with glass doors and with 
locker nnderneath could he Imilt in the wall. This shonld be 
provided \\\\\\ lock and key. 

The Floor 

The floor of the room should be double and air-tight, the 
lower Hoor being laid diagonally, and the top floor tongued and 
grooved, with building paper between, and shonld be stained 
with a dark oil stain. Much sickness, discomfort, and poor 
work in school are caused by defective floors. The entire ex- 
terior of the building should be covered with storm sheathing, 
nailed diagonally ; on top of which is nailed the weatherboard- 
ing, with building paper between. The double floor and sheath- 
ing will make the building much more comfortable and will 
make quite a reduction in the fuel bill. 

Heat and Ventilation 

This subject has never received sufficient attention in the 
Tural school. The ordinary heating apparatus of these schools 
■consists of a square box stove, placed in the center of the room, 
from which heat is received by the pupils through direct radia- 
tion. This usually means that pupils seated near the stove are 
too hot, and that those distant from it are too cold. Its posi- 
tion in the center of the room interferes seriously with the 
seating arrangement. 

A slightly greater investment will secure for the school a 
jacketed stove which heats the room by producing a circulation 
of warmed air through all parts of it. The principle of this 
stove is very siiii])lc. The cold air is taken through a pipe from 
outside the buihliug, ;iiid is carried through or under the sheet 
iron into contact willi Ihc hot stove on the inside. It is there 
Iieated, rises to the ceiling, and settles down over the entire 
room, producing a uniform temperature. As the impure air in 
the room settles to the lloor, it is forced up through a pipe or 
•wall register into a section of the flue, and carried from the 

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buildiiio-. The jacket prevents inidnc Ik ar foi- the ])n])ils seated 
near tlu» stove. 

There are a uuinher of ])ateiiled stoves of this tvpe which 
are said to be very satisfactory. A tinner or l)h'aksniith, how- 
ever, can very easily make a tin, zinc, or sheet iron jacket for 
the ordinary stove, which will he very satisfactory. The jacket 
should extend at least eight inclies above the stove, and shonld, 
of course, be provided with a door, which may be opened for 
putting fuel in the stove. The cold air may be brought to the 
stove through a grated opening in the floor within the jacket, 
to which a duct two feet square, or equivalent, leads from under 
the floor outside of the building. The exit of the impure air 
should always be placed near the floor, and the smoke flue and 
the ventilating flue should be placed side hj side, so that the 
heat from the first may assist in causing the draft essential to 
satisfactory ventilation through the second. If this opening- 
is placed near the ceiling, the air warmed in the jacket will pass 
out of the room immediately without settling. The temperature 
of the school room should be kept between 68 and 70 degrees. 
The windows should be opened and the room thoroughly aired 
at recess and at the close of the school session. Thirty cubic 
feet of air per minute per pupil, or 1,800 per hour, is the ac- 
cepted standard for school room ventilation. 

Seating 

A room 24 by 32 will easily seat 48 pupils in single desks. 
The initial cost of single desk seating is greater limn that ..f 
double desks, but this is more than balanced by the better ordei- 
and discipline nuide possible by the single desks. The desks in 
such a school room will be arranged in six rows, each coutaining 
one "front," one "rear," and seven "completes." School desks 
are made in standard sizes, and are' numbered from Xo. G, the 
very smallest desk, adapted to kindergarten an<l prinmry pupils, 
to No, 1, made for college students. 

For a one-room country school with 4S pupils tlieiv w<.uld be 
needed two rows of No, 5, two rows of No, 4, and one row each 
of No. 3 and No. 2. In an ungraded school two No. 4 recitation 
benches six feet long should be provided. For a larger school, 
desks should be ordered in about this same proportion of sizes, 

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The desks of the nimibors given above vary in height and size 
of tops, and the size should determine the distance between backs 
as they are placed upon the floor. The spacing distance from back 
to back for a No. 5 is 22 inches, for IsTo. 4 is 24 inches, for No. 
3 is 26 inches, and for a No. 2 is' 28 inches. Any attempt to place 
desks of varying sizes in line across the room will necessitate 
improper posture by the occupants of some of thoni. Especial 
care should be taken to see that desks are properly put together. 
This will double the life of the desk. 

Many school authorities prefer to screw the desks to one and 
one-half by three inch strips, instead of fastening them to the 
floor. The rows are then easily moved for cleaning the floor or 
for convenient seating Avhen two or more rooms are thrown into 
an auditorium. The aisles should be about two feet wide, and 
a broad aisle should be left all around the school room. 

The cost of seating a room with the best desks, according to 
the above specifications, should be about $115.00 at the factory. 
There are great differences in the quality of school desks. It 
is always p'oor economy to purchase a poor desk at any price. 
The cheap all wood desk, sometimes sold, should be avoided. 

The Tinting of the Walls 

The beauty and attractiveness of the school room will depend 
largely on the painting and the tinting of the walls. This sul>- 
ject is usually very much neglected. The glaring white walls, 
and deep blues, yellows and reds should be avoided. For rooms 
where the lighting is not the l^est, a cream is desirable. In gen- 
eral the best color for the school room is green. The wainscot- 
ing and woodwork should be a deep olive, the walls up to the 
picture moulding a s'age green, and the ceiling a lighter stone 
gTcen or cream color. All inside coloring should be "dull 
finish." For the woodwork the gi-ecn stain and a "wax finish" 
is the cheapest as well as the best. An inferior grade of ]uni])er 
can be used on the interior if well painted. All interior wt)od- 
work should be flat and plain, and all deep cut moulding avoid(^d 
as far as ])racticable. These mouldings catch dust and ai'c dif- 
ficult to keep clean. A picture moulding should be put on the 
walls of the room about 18 inches below the ceiling. A good 
finish can he gotten by wainscoting the spnee ai'onnil I lie room 

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COMPARE THE FOREGOING PLANS WITH THE SHABBY OLD SCHOOLHOUSE BELOW 
NOTE THE DREARY SHIFTLESSNESS IN THE VERY ATMOSPHERE OF SUCH A SCHOOL 




below the blackboard level, although this is not as sanitary or 
desirable as the plaster and baseboard. A sanitary finish can be 
obtained by omitting- all wood casing around the windows, and 
plastering the corner round against the window frame, and 
using a very narrow baseboard and few mouldings. The 
plastering should have a very fine sand finish. 

Cloak Rooms 

It is unasnitary to pile hats and wraj^s prouiiseiiously in the 
corner of the class room, or to allow wet coats and umbrellas 
to dry out in the room occupied by the pupils. Every class 
room in a school building should be provided with a cloak room 
adjacent to it sufficiently large to accommodate the hats and 
cloaks of the occupcxnts. It should be provided with shelves and 
two rows of hooks for hats and coats. It should in all cases 
have outside ventilation by windows. 

Fuel and Work Room 

Every school building should have a place in which futd can 
be stored. A pile of wood in the room itself does not contribute 
to an orderly class room. 

The best schools everywhere are recognizing the fact that 
there are many exercises other than study and recitation from 
the text books of the course which can be profitably conducted, 
in connection with the rural school. 

In the city schools manual training is now recognized as' a 
subject worthy of a place in the curriculum. For the country 
boy the varied exercises of the home and farm may take the 
place to some extent of the formal manual training course. 
^Nevertheless, we believe that in every country school there 
should be the ordinary tools of the country home, such as the 
hammer and nails, brace and bit, paint and brushes, saw, axe,, 
and plane; and the boy should be encouraged to use them in 
making the school house and grounds more comfortable and at 
tractive. An admirable beginning for a school improvement 
league among the children of a district would be the acquisition 
of a few school tools and a little lumber, coupled with a few sug- 
gestions from the teacher as to desirable repairs and improve- 
ments in the buihling and surroundings. 

Twctily-iicvvit. 




DESIGN FOR A TWO-ROOM BUILDING IN THE MISSION STYLE. 



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FLOOR PL AN OF THE SAME 



Auditorium 

As rhc school becomes more and more the center of com- 
mmiity life, the school auditorium will become more important 
and necessary as n part of the school bnildinc;. When the 
finances of a district will not allow the construction of a sepa- 
rate auditorium, it is possible to arrange the building' so that 
two rooms may be throAvn into one when the occasion demands. 
If the desks are not screwed to the floor, but are attached to 
strips, as indicated above, they may be easily shifted so as to 
face in one direction when desired. If the teacher's platforms 
are movable, they, too, may be shifted to form a temporary 
stage. In the plans presented the rooms may easily l)e thrown 
together in this way. 

The Equipment of the School Room 

The school room should contain the accessories named below 
as a minimum equipment for good work: 

1. A commodious teacher's desk with drawer and locker. 

2. A comfortable teacher's chair and two extra chairs for 
visitors. 

3. A call bell. 

4. A box of good crayon, and a dozen wood-felt erasers. 

5. Two or three blackboard pointers. 

G. A good set of maps, including political maps of the world, 
the United States, jSy^orth America, Europe, Asia, and Africa, 
and a physical map of ISTorth America. It is most economical 
in the end to buy these maps in the steel case mounting. 

7. A good medium-priced 12-iucli glol)C. 

8. A good dictiouarv. . 

9. A clock. 

10. .V thermometer. 

11. A school library. 

In a(lditi(m to these, the school should gradually acquire sets 
of weights and measures, charts to assist m the teaching of the 
school subjects, and other auxiliaries suggested by the teacher. 
The skilled teacher and responsive pupils will gradually develop 
a school museum whieli will greatly enrich the work. 

Tavnty-iiinc 




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ALABAMA STANDARD SCHOOLHOUSE DESIGN. ELEVATIONS 




ALABAMA STANDARD SCHOOLHOUSE DESIGN. ELEVATIONS. 



School Room Decoration 

A school room arrani>,vd and equipped as described above, kept 
clean, and occupied by an enthusiastic teacher and busy, inter- 
ested children, will require very little decoration to complete it. 
Avoid especially burdening the walls with cheap chromos. A 
few good pictures, which appeal to the understanding of the 
children, framed in good taste and hung artistically, will do 
much to cultivate tlie sesthetic sense of the pupils. 

Doors 

All exterior doors should open outward, and the doors should 
be kept imbarred and unlocked while school is in session. It is 
best for the class room doors to open inwards so the teacher can 
have control over her pupils in case of panic. All entrances 
should be wide and be provided with a porch or vestibule so 
children can find shelter if they come before school is opened. 

Corridors and Stairways 

In schools of more than two rooms the corridors should be at 
least ten feet wide. The stairways should be at least five feet 
and the flights should be broken by landings whenever this 
is possible. Winding stairways, sharp turns, irregular treads, 
and steep ascents should, of course, be avoided. 

Exterior Painting 

Xo school house should be considered as complete until the 
whole exterior has been given three coats of good lead and 
oil paint. This not only adds to thcbeiauly of ilic huilding, but 
prolongs its life as well. In selecting the painl. ahiring colors 
should be avoided and nculi-al tints selected. Goinl taste in the 
selection of colors and lianuonious trimmings will make the 
school building contribute to the elevation tif \]\o a?sthetic taste 
of the whole comnnmity. Good results can l>c gotten by tlie nse 
of stained shingles on the sides of the hiiilding. 

— Ada|ite(l tVoiii Cleiiison ('ollege llnlletiii, l)y It, E. Lee. 

Tliirty-oiir 




Pi./^rV OF- Z^'- Srof^y 



ALABAMA STANDARD SCHOOLHOUSE DESIGN. FIRST FLOOR PLAN 




ALABAMA STANDARD SCHOOLHOUSE DESIGN. SECOND FLOOR PLAN. 



The School Yard 

With an attractive school hnihling', do not stop until the yard 
is iu harmony with the house. Strive to make this the most 
attractive in the neiiihborhood. It oui>ht to he the one place 
^vhere its young life is gathered almost daily. 

Remember that the ])ermanent effect is to be obtained by ti-ees 
and shrubs rather than flowers. Arrange in groups or mass, 
leaving the center open as far as possible. 

In selecting plants, choose those which are mosi common. 
There are at least a dozen different trees in your vicinity that 
woidd adorn the school grounds. Some of these are the oak, 
elm, maple, dogwood, ash, tulip-tree, and poplar. 

The red or scarlet maple is almost ideal for group planting. 
Its crimson blossoms give a '^'joyous color note in the very be- 
ginning of s^Dring's overture.'' These are followed by brilliant 
samaras or keys and in the autumn the leaves have a splendid 
coloring with their rich scarlet hues. In early spring the dog- 
wood presents a beautiful array of showy white leaves, incor- 
rectly called flowers, and in the fall its red berries are also ef- 
fective. Xor must the peach and apple trees be overlooked. 
The truth is nearly all trees are beautiful. 




I* . j(""'.<.H^..ij 



MODEL ONE-ROOM SCHOOL AT THE WORLD'S FAIR. tT. LOUIS. 



Tliirli/llirrc 







PERSPECTIVE OF A CALIFORNIA ONE-ROOM SCHOOLHOUSE. HENRY F. 
STARBUCK, ARCHITECT. 



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FLOOR PLAN OF A CALIFORNIA ONE-ROOM SCHOOLHOUSE. HENRY F. STARBUCK, 

ARCHITECT. 



The prettit'sl feiit-c ardiiiid aiiv .schuoi i^ that foniitMl by the 
privet — California or .Viiioor ri\er — while the wistaria, honey- 
suckle, or wild rose should he trained over tlie lattice work in 
front of the outbuildings. 

Such shrubs as the cape jasmiue, lihic, snowball and syriuga 
will add much to the appearance of the grounds within a few 
months. Plant according to some definite plan, securing the 
help of the mothers in the neighborhood. 

The highest educational authority' in the world — the National 
Educational Association — says that children should be daily 
surrounded by intiuencc s that elevate them, tliat make them 
love flowers, pictures, and proper decorations, until at last they 
reach that degree of culture that nothing else will satisfy them. 
When they grow up and have homes of their own they must 
have them clean, neat and bright with pictures and fringed with 
shade trees and flowers, for they have been brought up to be 
happy in no other environment. 

Contrast the two little schools below. What would a stranger 
think as to the comparison of the two communities in cidture 
and refinement ? 






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CLOSETS 

B¥A'i)X\) (Idiihr tlic feature of our schools wliieli most 
needs attention (and has fretiuentlv never received it) 
is the eloset. It ap])ears to he reo-arded as a nuisance 
without reiuedy. We seem to he resigned to the idea 
that our children must be confronted here daily by shameful 
and sometimes obscene conditions which are a disgrace to civili- 
zation. These conditions should no more be allowed at school 
than at home. The school closets should be kept clean. The 
responsibility for this should not l)e placed upon the teacher 
alone — particularly if she is a young lady. 

How should this be done ? Put the closets in good condi- 
tion, provide a lock and key, and require frequent inspection. 
Furnish lime or other disinfectants when needed. There should 
be little trouble with ordinary care and attention where there 
are systems of water and sewerage. The dry closet is the most 
difficult to keep in a decent and sanitary condition. To aid at 
this point I have secured the help of Dr. A. G. Fort, of the 
State Board of Health, who furnishes the following suggestions 
as to construction : 

At the request of Mr. M. L. Brittain, State Superintendent 
of Education, we have prepared plans and specitications for 
the building of sanitary surface closets. While incinerators 
and sewage are better, yet, w^e realize that it is not every com- 
munity that can install these systems at their schools, so w^e 
here present the next best method, which is considered about 
75 per cent, perfect. 

It is impossible to overestimate the value to health of the 
proper building, use, and care of tlie closet. By properly 
buildina: the same, flies can be screened from the contents of the 
vaults, thereby preventing the spread of typhoid fever and 
sunnner diarrheas. The refuse material can be ])i'operly dis- 
posed of, thereby preventing soil ])()llution and the spread of 
hookworm disease, with its fearful results; also the portection 
of the water supply from contamination. Privacy is insured 
and the scholars are most apt to form habits, the value of which 
to health, not to s])eak of character, will be great. 

'I'liii lihiiini' 







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S-CONSrmTION OF POOIf 



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VAULT,' 5EAT i- C6y£ff 



9-nerHop of n^WF/^ out 'ssipe mi^oo^/s 



Adequate means of caring for same should hv made in order 
to make it attractive, so far as possible, and to avoid the dan- 
gers attendant on the careless disposal of '^'night soil." 

We present the fidlowing plans and specifications as meeting 
as near as possible the demands of economy, simplicity, and 
safety. 

We are indebted to ]\Ir. E. C. Emerson, of the Savannah Pub- 
lic Schools, for the cuts and for the greater part of plans and 
specifications here given. 

A. G. FoKT, 
Director of Field Sanitation, 
Ga. State Board of Health. 
Approved by: 

H. F. Haekis, 

Sec'ty. Ga. State Board of Health. 

BILL OF MATERIAL NEEDED 

36 running feet 2x4. 
100 running feet 2x3. 
16 running feet -1 x yg. 
2 i^ieces' matched boards 4 ft. long by 9 in. wide, or 1 piece 
4 ft. long by 18 in. wide. 
250 ft. % in. boards. 
250 ft. strips or battens. 

One spring or pulley for door. 
8 ft. screen, 15-mesh copper or galvanized, 12 in. wide. 
2 hinges, 6-in. strap, for front door. 
2 hinges, 6-in. ''T," for vault door. 
4 hinges, 3-in. ^^butts," for covers. 

Cost. — From $6.00 to $12.00, depending on local ])riec of 
lumber and grade of stock used. 

Explanation of Cuts 

Figures 1, 2, 3, and 4 arc Hat views. It is ]>rcferable that 
vault door as shown in P'igurcs 2 and 4 should open on inside 
at point as shown in Figure 3 marked seat, and not in back. 

Fignires 5, 6, and 7 show all sides of building, together with 
vault during consl imicI ion. The door in back as shown in Fig- 

Fort!/-oiir 




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nrc G can be s\\iui<>- in fr(nit of vault. Fiiiuvc 7. Tin's is- 
prefcrabk'. 

Fic'iires S, J), and 10 sIkiw coiisirnclioii of door, screen holes,, 
ami scat. 

Frdiiic. — -TTeaviev franiini>' can be used, and is of course pref- 
erable ; 4x4 conld be used in place of 2 x 4, and 2x4 instead 
(if -2 X '■]. We will refer to the lii^'liter material. 

Cut 7 ]tieces i^ x 4 4 ft. loni^'. Place 3 of tliem on level 
lironnd at riulit distance for girders. (G, Fig'. 5.) Toe-nail 
(Fig. 11) firmly the remaining four joists (J, Fig. 5). Care 
should be taken to have the corners of this frame square. Raise 
same about 2 in. above ground bv placing brick or flat stone' 
under it. Carefully level it. 

Floor. — Xail on floor boards, making a square platform 4 ft. 
square. 

Posts. — Take 4 pieces 2x3 and saw one end of each per- 
fectly square. The square end should fit well on the floor. 
Place 2 of these against a straight piece of board (Fig 12), so 
that the ends are 4 ft. apart and the pieces square to the board. 
Xow measure upon the outside edge of one piece 8 ft. 3 in. and 
on the inside edge of the other 5 ft. 10 in. Place a straight 
lioard across these marks and draw a slanting line across the 
2x3 (Fig. 12). Saw on these lines and you have two posts, 
Make otlu r two same way. 

Braces. — Cut 5 pieces 3 ft. 8 in. long, and 3 pieces :> ft. C in. 
long (x and y, Fig. 6). Be careful that the brace in back is 
right height to make header for door, if you prefer door in back. 
Rafirr^. — Xail a piece of 2 x 3 lightly across side of posts, 
and even ( flush ) with the slanting ends. Mark the piece on the 
inside, knock it ofl", saw and flt in. (R, Fig. 6.) 

Xail other two braces (x) between the rafters, turned just 
right to carry the roof l:)oards. 

W'dlls, — S(dect S ])ieces of board, nuirk out openings for the- 
screens (Fig. t)), be careful that the one for the vault is far 
enough down. (See Fig. 2.) Take the planks, nuirk them to 
flt as shown in Fig. ."). Be sure to leave the o])ciiiug for vault 
door, if the opcu back style is used. 

' riirt!i-l}in( 



Roof. — Cut the roof boards 5 ft. 9 in. long. They should 
hang over 6 in. in front and back, and 4 or 5 in. at the sides. 
Nail them in place as shown in Figs. 5 and 6. See that there 
are no cracks for files to crawl through. If so, cover them. 

Battens or Strips. — If matched boards are used no battens or 
strips will be needed on walls, but to make the roof water tight, 
they must be used over the cracks, as shown in Figs, -i and G. 

If matched boards are not used, they must be used over the 
whole house. 

Seat. — Frame the seat as shown in Figs. 5 and 6 and nail on 
the front as shown in Fig. 7. It is better to have same braced 
with 2 X 3s and the door made to open in the front of the vault, 
care being taken to make it sufficiently large for the easy re- 
moval of the receptacle. 

The seat is made of 2 pieces of board 4 ft. long an<l 9 in. 
wide, or 1 piece board 4 ft. long and 18 in. wide, matched 
boards to be used. See Fig. 1 for construction of the hole. 

Fig. 13 shows an easy method of marking off the hole by 
means of a cardboard. ISTail is driven throu2:h one hole, and 




ILLUSTRATION OF A WELL SCREENED CLOSET. 



Forty-four 



4 in. from it a ])cn('il is inserted inin rlie oilier. IJoiiiid the 
front of the seat as shown in Kiu'. 1.^. All openings left l)ack 
of seat shonhl he completely closed. Xail a strip (V) at the 
hack to cari'v hinucs for the covers. 

Make the covers and nail the sti'i])s {\\) in place at the sides. 

Doois. — ]\rake the door tor the front as shown in Fij2,-. 8, and 
for the vanlt, if the open hack method is nsed, as shown in 
Fii>'. G, hnt preferahly the door for the vault shonhl open in 
frcmt, as shown in Fiii'. 7. 

Screens. — Every openinii' should he screened. Make a frame, 
Fig. 16, to fit tight over the door, tack ware screening (copper 
is best, but galvanized iron is good) over each opening and cover 
the edges with strips as shown in Fig. 17. 

Never leave the door or vault open. Put a spring or pulley 
on the door so it can not l)e left open carelessly. 

Vault Bucket. — The best is a large coal scnttle, but any can 
or tub may be nsed ; care being taken, that the top of same should 
be only 2 or 3 in. from the hole. 

These cans should he cleaned at least once a week, or more 
often if necessary. The fecal material should be burned or 
buried at least 200 ft. from the well and at a place slanting 
from the house and well. 

A little dirt or disinfectant can be sprinkled into the vault 
occasionally, and will greatly aid in keeping down bad odors. 



I'm Ill-lire 



"The country should be, in the fundamental elements of 
architeetnre and sanitation, as good a hnilding as there is in 
the eonnnnnitv. As the cathedral, town hall, puMic library, 
or capitol building- represents the civic pride of a munici- 
pality, so the rural school house should represent the pride 
of the rural connnunity. It should be a model of archi- 
tectural ada])tation to use and of sanitary excellence. It 
should, if possible, be a building a little better than any other 
building in the community, because here yon have the young- 
brought together and subject to influences either harmful or 
beneficial. The problem here is the care of the growing child. 
This building for the training of the young may be made in any 
community, by intelligent planning and without unreasonable 
expense, a structure of genuine beauty and of continual joy and 
comfort." 



I'liita yi.r 



PRINTED BY 

FOOTC a DAVIES CO. 

ATLANTA 



'm^ 





LIBRARY OF CONGRESS # 



029 502 012 A 



